The current study investigates two recently identified threats to the construct validity of behavioral inhibition as a core deficit of attention-deficit/hyperactivity disorder (ADHD) based on the Stop-signal task: calculation of mean reaction time from go-trials presented adjacent to intermittent stop-trials, and non-reporting of the stop-signal delay metric. Children with ADHD (n=12) and typically developing children (TD) (n=11) were administered the standard stop-signal task and three variant stop-signal conditions. These included a No-Tone condition administered without the presentation of an auditory tone; an Ignore-Tone condition that presented a neutral (i.e., not associated with stopping) auditory tone; and a second Ignore-Tone condition that presented a neutral auditory tone after the tone had been previously paired with stopping. Children with ADHD exhibited significantly slower and more variable reaction times to go-stimuli, and slower stop-signal reaction times (SSRT) relative to TD controls. Stop-signal delay (SSD) was not significantly different between groups, and both groups' go-trial reaction times slowed following meaningful tones. Collectively, these findings corroborate recent meta-analyses and indicate that previous findings of stop-signal performance deficits in ADHD reflect slower and more variable responding to visually presented stimuli and concurrent processing of a second stimulus, rather than deficits of motor behavioral inhibition.

The purpose of this study was to explore if Attention Deficit Hyperactive Disorder (ADHD) is related to identity in undergraduate adults, as well as their self-esteem. Also investigated was whether prior diagnosis (including early detection versus later-in-life detection) would be related to higher self-esteem and healthier identity formation. College students in large metropolitan southeastern universities enrolled in psychology classes (N = 368) took an anonymous online self-report survey battery in exchange for course credit. The screening tool for ADHD identified close to 50% of the sample as possibly having ADHD, which is much higher than any previous study has reported. Possible reasons for and implications of this surprising finding are also discussed. Those that met the screening criteria for ADHD had significantly higher levels of identity distress and unproductive ruminative identity exploration. They also had higher levels of identity exploration in depth and lower levels of identification with identity commitments. Those with previous diagnosis of ADHD reported lower levels of self-esteem than those who met the screening criteria used in this study, but had never been diagnosed, suggesting that the diagnostic label itself might be contributing to the lower levels of self-esteem.

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The current study evaluated a treatment designed specifically for children with attention-deficit/hyperactivity disorder (ADHD) and anxiety. The experimental treatment involved a combination of parent management training for ADHD and family-based treatment for anxiety. Sessions lasted approximately 90 minutes, and the treatment consisted of 10 weekly sessions. 8 children ages 8-12 with ADHD, Combined Type (ADHD-C) and at least one of three anxiety disorders (separation anxiety disorder, generalized anxiety disorder, social phobia) were selected for the study. Children were assessed with semi-structured diagnostic interviews and other standardized measures to determine study eligibility. The current study utilized a noncurrent multiple baseline design to evaluate treatment efficacy. Upon selection into the study, children were randomized to one of three baseline control conditions (i.e., 2, 3, or 4 weeks of waiting) in order to insure that change in behavior was associated with implementation of the treatment. Treatment commenced after the respective baseline periods. Families were assessed throughout treatment but more comprehensive assessments were conducted at pre-treatment, mid-treatment, and 1-week post-treatment. Results highlighted significant improvement in anxiety-related symptoms but more modest gains for ADHD-related symptoms. / Ph. D.

Research has shown that the effect of psychiatric hospitalization on the educational placement of students is a more restrictive educational placement. In a modification of a previous study, students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) were divided into three groups, mild, moderate, or severe, based on the results of the Conners Behavior Rating Scale. Comparisons between pre and post-hospitalization educational placements were made in order to determine if the effect of psychiatric hospitalization was a more restrictive educational placement for the ADHD students. Student subjects were described by age, sex, I.Q., and reading level, as well as by their psychiatric discharge diagnosis and placement on medication. Results of this study indicated that for the mild and moderate ADHD groups, psychiatric hospitalization resulted in either a more restrictive educational placement or an increase in GED, vocational rehabilitation, private school programs, or school dropouts. For the severe ADHD group, none of the students returned to either regular or special education classes; all the students were enrolled in GED, vocational rehabilitation, private school programs, or had dropped out of school. The variables reading level and severity of the Conners Rating Scale were associated with discharge placement, while I.Q. and gender were not related. The drop-out rate was consistent with the special education drop-out rate which has been previously reported in the literature. Results indicated that for this group of ADHD students, psychiatric hospitalization resulted in either more restrictive educational placements or in withdrawal from public schools, including dropping-out. Legal precedents relating to the use of independent evaluations following a student's discharge from a private facility, as well as a comprehensive review of the history and etiology of ADHD are reviewed and discussed with the results. Implications for further research are also presented. / Ed. D.